Response to Intervention Understanding the ThreeTier Mdel干预反应的理解三层模型.pptVIP

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2018-06-19 发布于福建
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Response to Intervention Understanding the ThreeTier Mdel干预反应的理解三层模型.ppt

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Response to Intervention Understanding the ThreeTier Mdel干预反应的理解三层模型

TEAM MEMBERSHIP Who serves on the team? Parents/Guardians Principal/Principal designee Classroom teacher Support teacher (s) Assessment Specialist School Psychologists, Speech Therapists or other Specialists (depending on referral question) * TEAM ROLES Team Leader Principal Scribe scripts and documents meeting team accountability form intervention plan forms. Data Manager reviews data presented organizes the presentation of data (student progress) manages data reports Time Keeper responsible for keeping the group on task and seeing that all meetings are held in the allotted amount of time. Case Manager consults with teacher of record, a assembles information on identified student presenting case to team monitoring process of intervention. * RESPONSE TO INTERVENTION RESOURCES The Response to Intervention Handbook Response to Intervention for Secondary School Response to Intervention Tools for Teachers and Teams: Trifolds (RtI Process, RtI Problem Solving, RtI Behavior) Park Place Publications: (512) 478-2113 * ANDREA OGONOSKY aogonosky@ (832) 656-0398 * * * 1. No Child Left Behind (NCLB) NCLB moves the focus of attention to student progress, not student labels -Building principals and superintendents want to know if students are achieving benchmarks, regardless of the students “type” -Accurate “placements” do not guarantee that students will be exposed to interventions that maximize their rate of progress -Effective interventions result from good problem-solving, rather than good “testing” -Progress monitoring is done best with assessments that are sensitive to small changes in student academic and social behavior -Close the achievement gap to ensure that no child is left behind regardless of race, background or disability status -Emphasis on accountability of results effective teaching practices 2. Re-authorization of IDEA (IDEA 2004) -Emphasizes a problem-solving approach in determining addressing disabilities Interventions must be preventat